Cultural Norms and Classroom Discourse: Communication Problems in the Multiethnic School Setting.

Autor/in	Matluck, Joseph H.
Titel	Cultural Norms and Classroom Discourse: Communication Problems in the Multiethnic School Setting.
Quelle	(1978), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Classroom Communication; Communication Problems; Cross Cultural Studies; Cultural Background; Cultural Differences; Cultural Influences; Cultural Pluralism; Discourse Analysis; Elementary Education; Elementary School Students; Elementary School Teachers; Ethnic Groups; Interaction Process Analysis; Minority Groups; Nonverbal Communication; Social Values; Sociolinguistics; Speech Communication; Teacher Role + Suchen Sie Ihr Suchwort? Klassengespräch; Kommunikationsbarriere; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Cultural influence; Kultureinfluss; Kulturpluralismus; Diskursanalyse; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnie; Prozessanalyse; Ethnische Minderheit; Non-verbal communication; Nonverbale Kommunikation; Sozialer Wert; Soziolinguistik; Lehrerrolle
Abstract	The child brings to the classroom a socially conditioned way of behaving, both verbal and nonverbal, which reflects both the maturational process and sociocultural conditioning, and a socially conditioned view of what the norms of the dominant society are and what that society expects of him or her. The school attempts to transmit the cultural heritage in the form of certain basic social values and practices and in the "correct" usage of the national language. Teachers also bring to the classroom their own socially conditioned ways of behaving and a value system on which they interpret their role as teachers and the goals of the school, and they accept, reject or attempt to modify the behavior of the children. Thus there are three sets of rules in operation in a school setting, each in interaction with the other two. The communication problems that can occur in teaching and learning as a result of this interaction are magnified and made more complicated in the case of a multiethnic classroom. This paper identifies the purely crosscultural and linguistic factors that affect communication in this teaching-learning situation and illustrates them with specific examples from school settings containing large percentages of Chinese, Filipino, and Hispanic populations. (Author/CFM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01